Mentoring Relationships in Graduate School

By H. Tenenbaum, F. Crosby, Melissa D. Gliner. 2001

457 citations recorded by the source corpus.

Subfields: Education, General Health Professions, Social Psychology

View Paper: https://www.semanticscholar.org/paper/761450141ddd38ae3573f2b4c5e2acfa70028820

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In Education

In General Health Professions

In Social Psychology

Citations in the corpus

Toward a Holistic View of Undergraduate Research Experiences: An Exploratory Study of Impact on Graduate/Postdoctoral Mentors (2009, background): “In addition to the instrumental and psychosocial functions of mentoring (Kram 1985), Tenenbaum et al. (2001) identified a ‘‘networking’’ function (i.e., the making of professional connections) that could be enhanced through the involvement of additional mentors, as in the undergraduate—graduate/po”
Developmental networks and learning: toward an interdisciplinary perspective on identity development during doctoral study (2010, background): “Diversity in one’s personal networks, as Tierney (1997) and Antony (2002) suggested, makes the socialization”
Mentoring the Next Generation of Faculty: Supporting Academic Career Aspirations Among Doctoral Students (2016, background): “However, Tenenbaum et al. (2001) found no significant gender differences in the types of mentoring support students received, and de Tormes Eby et al. (2013) did not identify any consistent impact of gender in their meta-analysis of youth, academic and workplace mentoring.”
Multiple Mentoring in Academe: Developing the Professorial Network. (2002, background): “Despite the growth of mentoring research in the management literature and the research on the mentoring of graduate students (Tenenbaum et al., 2001), there are relatively few empirical studies on the mentoring of professors.”
Performing Masculinity: Considering Gender in Doctoral Student Socialization (2011, unknown): “While some scholars have examined the differing outcomes for male and female graduate students (Ferreira, 2002; Schroeder and Mynatt, 1993, 1999; Tenenbaum et al., 2001), gender has not received significant attention in the doctoral student socialization literature.”
An interdisciplinary meta-analysis of the potential antecedents, correlates, and consequences of protégé perceptions of mentoring. (2013, background): “Perceived instrumental support refers to mentor behaviors that are geared toward facilitating protégé goal attainment (Flaxman, Ascher, & Harrington, 1988; W. B. Johnson et al., 2007; Kram, 1985; Nakkula & Harris, 2005; Spencer, 2007; Tenenbaum et al., 2001).”
Student satisfaction with graduate supervision in doctoral programs primarily delivered in distance education settings (2014, background): “Repeatedly, studies have addressed how perceptions of advising and mentoring relationships affect the quality of the doctoral process (Boud and Lee 2009; Golde 2005 ; Green 1991 ; Paglis, Green, and Bauer 2006 ; Tenenbaum, Crosby, and Gliner 2001 ).”
Motivation, Satisfaction, and Innate Psychological Needs (2012, background): “11; Tenenbaum et al., 2001).”